Towards a just, equitable, humane and sustainable society

Going to Buy a Book

D. Hemamalini

CBSE, English, Class – IV, Unit - 9

Love books and developing an interest towards

Learning Objectives
• To familiarize children with the language, primarily through spoken input in meaningful situations. (Teacher Talk)
• To develop their oral and written skills through print rich environment
• To help children comprehend spoken & written language through minimum use of home language, gestures, single word questions and answers
• To help them understand and use the conjunctions “and” & “or” in context and in meaningful situations
The arrangement of the benches in the classroom should be in a square shape so that all the children get to see the books easily. This arrangement will ensure that there is space created in the middle of the class for conducting many group activities and all the children get equal opportunity 

Song with action
The teacher sings the rhyme to tune for the children to enjoy
Read to Me
Read to me riddles and read to me rhymes
Read to me stories of magical times
Read to me tales about castles and kings
Read to me stories of fabulous things
Read to me pirates and read to me knights
Read to me dragons and dragon-book fights
Read to me spaceships and cowboys and then
When you are finished- please read them again.
By Jane Yolen

To bring the children to listen to the spoken language as well as to give them an idea about books, the teacher tells the familiar story “The Moon and the Cap” by Noni. This book is also available in animated form and the children would love to listen, view and enjoy the story.

Discussion questions:
How did you enjoy the story?
Who tells you stories?
What kind of stories do you like?
Where do you see and get such stories?

Activity 1: Book Reading:
A collection of books from the school library is displayed in front of the class. Children can be allowed to choose any book and allowed to read and browse through for half an hour.
Teacher activity: Before giving the books to the children the teacher can have a picture containing many of the words seen in those books, or create a chart with pictures and the words written against them. This picture or chart can be used for the following vocabulary activity. The children can identify and label the objects they see on the picture. Teacher can use this opportunity to introduce new words in situation. This can be followed by asking them to identify the words from the books they have in their hands.
Vocabulary activity: By identifying and reading the words in context the meaning of the new words will become clearer. This activity can be done regularly in the class till the children master all the new words. This strong foundation will help develop a strong vocabulary base in primary children.

Step 1: The teacher writes the word as told by the students. By tracing the line from the word to the picture several times the children master  pronunciation, spelling and the meaning of the word
Step 2: The children after reading the words on the board have to search for the words in the books they are given. The vocabulary gets reinforced once again.
Step 3: The children can be asked to categorize the words, with the starting letter or words with 2 p, (apple) 2 o (room) 2 t (little), words starting with tr, words belonging to the same family like fruits, vegetables and house hold items. This paves way for semantic grouping later in the lesson The sound, spelling and pronunciation will be covered through this activity
Once the children feel at ease reading a book by first looking at the known words and later reading slowly the teacher reads the poem loud with the right voice modulation. The children repeat after her and develop fluency after 3 or 4 readings. Children become familiar with yesterday, today and tomorrow through a simple game.
Teacher can draw 3 columns on the board and write the names of the week to bring out the concept. This works well. This can be followed by questions like
What did you have for breakfast yesterday?
What did you eat today?
What day is tomorrow?
Semantic grouping: Introduction of vocabulary is always best when taught as semantic grouping.
Activity 3: The teacher spreads several books before the class and asks the children to categorize the books. Once the books are classified as books on animals, science, Maths, flowers, the semantic grouping can be introduced. K. Krishnakumar, in his book The Child’s Language and the Teacher” says “it is important to start with books rather than flash cards or charts because it is books we want children to read ultimately. To get the children into the habit of reading books, we can start with a collection of about 25 to 50 books.
Children can be allowed to read in groups. Each group should not contain more than 5 children. When one group is sitting around the teacher another group must be doing some other activity. In the group sitting around the teacher, everybody must be able to see the book as the teacher reads. While reading aloud the teacher should make sure that the she/he makes eye contact with each and every kid. Instead of simply reading it, the teacher may convert it into a vibrant reading session with questions thrown at the children. Every child needs to get at least three chances in a week to listen to a book being read this way, the teacher will soon see that children will begin to talk about the books the teacher has read out to them. The teacher should repeat a book as many times as the teacher or the children want. Soon enough they can anticipate what will come next. Such anticipation will one day enable them to become independent readers.”

Children are divided into groups. Each group is given a set of phrase like, big market, small shop, thin book, tasty chocolate, hot coffee, heavy bag, long pencil, bright dress and colourful ball. Once the children read these phrases they can be asked to draw pictures of doll, pet animal, clown or their favorite food and describe it using as many words as possible. This can be peer corrected and all the children will get to know what their class mates have written Creating your own book: The children can first collect small poems, puzzles, crosswords, word jumble, pictures, games and activities from children’s magazines or young world and makethem into a book themselves. Later children can create their own book with their own work, their own creations like poems, drawings and stories.
Grammar in context:
Use of ‘and’, ‘or’
Teacher activity: AND
Who had idlis for breakfast this morning?
Ramu, Sheela, Ravi and Gaythri had idlis.
Who is sitting in the front bench?
Jessi, Farida, Leela and Rani are sitting on the front bench.
Teacher activity: ‘Or’
Give me a pen or a pencil
I can drink tea or coffee.
Do you like chocolate or ice cream?
Do you like singing or dancing?
Reader’s theatre: Children can be made to stand in a semicircle and they can be given a book they are familiar with. By taking turns they can read the story with expression. By now they will be familiar with the stories and reading will be fun.

Work sheet
Fill in the blanks with’ and’ or’ or’:
1. The boys are singing -------------- dancing at the same time.
2. Do you like reading books ---- watching movies?
3. I went to the shop ______ bought bangles.
4. Vada, samosa ------- cake are my favorite snacks
5. Badri, Kumar, Sheela, Deepa ------------- Lakshmi are good friends
6. Will you come today ----- tomorrow?
7. Kumar ___ Ram are friends.
8. Kavitha ____ Pooja have long hair.
9. My Teacher gifted me a pen ____ a pencil.

10. Summer days are hot _____ sunny.



Term: Term 1